Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Schools facing accountability sanction threats tend to increase spending on instructional technology, curricular development, and teacher training. → Hanley Chiang 2009

Evidence¶

Hanley Chiang 2009¶

Hanley Chiang. (2009). How Accountability Pressure on Failing Schools Affects Student Achievement. Journal of Public Economics, vol. 93, issue 9-10. https://www.mathematica.org/publications/how-accountability-pressure-on-failing-schools-affects-student-achievement

q3 · i? · causal · r?

The study reports spending responses of threatened schools, finding that "Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training." The claim is hedged with tend to; no effect size is printed.

"Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training."

Discussion¶

Related Claims¶

• Sanction threats on low-performing schools can raise student test scores in the short run, but the role of gaming behavior versus genuine reform has been uncertain — related
• Schools spend far less per student on teacher technology training than on hardware, software, and connectivity, below the recommended 30 percent share — related
• Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers — related
• Accountability sanction effects were not consistent across years and outcomes — related
• Per-learner technology spending is far lower in adult education (about $50) than in K-12 (about $145), signaling stagnant innovation in the adult market — related
• The study evaluates the relative importance of educational reforms and gaming behavior in generating test score gains by threatened schools — related
• High-stakes testing without investment did not improve achievement and narrowed instruction — reports the opposite